Dynamics of Doctoral Research Writing at a State College: Challenges, Strategies, and Influencing Factors

Research writing is a critical component of doctoral studies, yet it remains one of the most challenging academic tasks for many students. This study investigated the research writing experiences of PhD students at Apayao State College, Conner Campus, focusing on the challenges encountered, strategies employed, and factors influencing their writing process. Using a quantitative-descriptive design, data were gathered through an adapted survey questionnaire analyzed with frequency, percentage, weighted mean, and Spearman’s rho correlation, complemented by thematic analysis for recommendations. Results revealed that respondents, predominantly young to middle-aged married women in academic professions, consistently faced substantial challenges across all stages of research writing, particularly in identifying research gaps and analyzing data. Despite these difficulties, students employed diverse strategies, with adviser guidance, online resources, and peer collaboration emerging as the most effective. Motivation, self-confidence, time management, and technological tools were identified as critical factors influencing success, underscoring both psychological and practical dimensions of research writing. Correlation analysis showed that age and nature of work significantly shaped experiences, while sex and marital status had minimal impact. A moderate positive relationship between challenges and strategies indicated that greater difficulties prompted more adaptive approaches. Institutional interventions were strongly recommended, including flexible time management policies, consistent adviser support, structured training programs, peer collaboration initiatives, and psychological well-being services. Overall, the findings highlight the complex interplay of personal, institutional, and contextual factors in doctoral research writing and emphasize the need for comprehensive support systems to enhance student success.

Research writing, challenges, strategies, factors, doctoral students

1. Ahmad, A., Maitlo, S. K., & Jeevan, S. (2023). Exploring The Challenges and Solutions in Doctoral Dissertation Writing and Defense Faced by Pakistani ESL Scholars. Global Educational Studies Review, 8(1), 397-409. [Google Scholar] [Crossref]

2. Aitchison, C., & Lee, A. (2006). Research writing: Problems and pedagogies. Teaching in higher education, 11(3), 265-278. [Google Scholar] [Crossref]

3. Almonte-Acosta, S. A. (2007). Developing Research Culture in Philippine Higher Education Institutions: Perspectives of University Faculty Rose Marie Salazar-Clemeña, PhD Dean, College of Education De La Salle University–Manila. PhD Dean, College of Education De La Salle University–Manila. [Google Scholar] [Crossref]

4. Bernardo, A. B. (2003). Approaches to learning and academic achievement of Filipino students. The Journal of genetic psychology, 164(1), 101-114. [Google Scholar] [Crossref]

5. Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5(1), 4-18. [Google Scholar] [Crossref]

6. Casanave, C. P., & Li, X. (2008). Learning the literacy practices of graduate school: Insiders' reflections on academic enculturation (Vol. 10). Ann Arbor: University of Michigan Press. [Google Scholar] [Crossref]

7. Calle-Arango, L., & Ávila Reyes, N. (2023). Obstacles, facilitators, and needs in doctoral writing: A systematic review. Studies in Continuing Education, 45(2), 133-151. [Google Scholar] [Crossref]

8. Cotterall, S. (2011). Doctoral students writing: Where's the pedagogy?. Teaching in Higher Education, 16(4), 413-425. [Google Scholar] [Crossref]

9. expalain in one paragarph the lighlights and cite in APA [Google Scholar] [Crossref]

10. Guerin, C., Kerr, H., & Green, I. (2015). Supervision pedagogies: Narratives from the field. Teaching in Higher Education, 20(1), 107-118. [Google Scholar] [Crossref]

11. Hertzog, M. A. (2008). Considerations in determining sample size for pilot studies. Research in nursing & health, 31(2), 180-191. [Google Scholar] [Crossref]

12. Kamler, B., & Thomson, P. (2006, April). Doctoral writing: Pedagogies for work with literatures. In AERA annual meeting, April 2006, San Fransisco (pp. 5-7). [Google Scholar] [Crossref]

13. Malolos, C. F., & Tullao Jr, T. S. (2018). Role of the Commission on Higher Education in promoting quality education. [Google Scholar] [Crossref]

14. Manathunga*, C. (2005). The development of research supervision:“Turning the light on a private space”. International journal for academic development, 10(1), 17-30. [Google Scholar] [Crossref]

15. Marhaban, S., Mukminatien, N., Widiati, U., Sulistyo, T., Suhastyanang, W. D., Puspitasari, Y., & Muslem, A. (2021). Strategies employed by EFL doctoral candidates in dissertation writing completion. Studies in English Language and Education, 8(2), 546-560. [Google Scholar] [Crossref]

16. Paltridge, B., & Woodrow, L. (2012). Thesis and dissertation writing: Moving beyond the text. Academic writing in a second or foreign language, 88-104. [Google Scholar] [Crossref]

17. Pangket, W. F., Pangesfan, S. K. K., Cayabas, J. P., & Madjaco, G. L. (2023). Research writing readiness of graduate students in a Philippine state college. International Journal of Learning, Teaching and Educational Research, 22(4), 141-159. [Google Scholar] [Crossref]

18. Pifer, M. J., & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11, 15. [Google Scholar] [Crossref]

19. Pontillas, M. S., Ballesteros, J. B., & Tino, M. D. (2025).Narratives of Graduate School Students in a Philippine University: Opportunities and Challenges in Research Paper Writing. [Google Scholar] [Crossref]

20. Rafi, M. S., & Moghees, A. (2023). Writing challenges, causes, and strategies to facilitate the doctoral dissertation‐writing process: A qualitative analysis. International Social Science Journal, 73(247), 139-156. [Google Scholar] [Crossref]

21. Sala-Bubaré, A., Peltonen, J. A., Pyhältö, K., & Castelló, M. (2018). Doctoral candidates' research writing perceptions: A cross-national study. Internationa Journal of Doctoral Studies, Vol. 13, 2018, pp. 327-345. [Google Scholar] [Crossref]

22. Sitompul, S. K., & Anditasari, A. W. (2022). CHALLENGES IN WRITING ACADEMIC RESEARCH: AN EXPLORATION OF MASTER’S STUDENTS’EXPERIENCES. Getsempena English Education Journal, 9(2), 136-148. [Google Scholar] [Crossref]

23. Sverdlik, A., Hall, N. C., McAlpine, L., & Hubbard, K. (2018). The PhD experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies, 13, 361-388. [Google Scholar] [Crossref]

• Orientation and Mobility Training as a Core Component of Supported Employment for Employees with Visual Impairment
• Chamar Caste Movement and Its Leaders in District Bijnor (1900–1950 Ad)
• Influence of Menstrual Health Management on Mental Health of Adolescents in Thrissur District
• Echoes Beneath the Earth: Cultural and Spiritual Beliefs of Miners in the Mining Industry
• An Analytical Exploration of Construction Contract Terms from Legal Cases